Introduction/hook/activation of prior knowledge
Ask students if they have ever been walking outside and felt something fall and hit them on the head. Ask students if they have ever been bullied.
Guided Practice (if appropriate)
Flip through the book and predict what we think will happen in the story. While doing this point out words that the students may not know the meaning of and figure out the meaning together.
I will read the book one time to the group then we will read book together as a group, each person taking turns reading.
Independent Practice (if appropriate)
“The Day the Sky Fell Down” book for each student
Chart for each student to fill out.
Pencils
Students will be given a chart and will fill out the correct words with correct word endings.
We will go over it as a group at the end of the lesson.
2 minutes
Review and Closure
Review what happened in the book.
Go over the chart together as a group, answering any questions the students might have. The fox was a bully. He was trying to take advantage of the chick, but in the end, the chick won.
Living and Non-Living Things
Grade Level: Kindergarten Has this lesson plan been completed for a course assignment? (Yes) Estimated number of days lesson will cover: 1 Lesson Subject/Title: Living and Non-Living Things
Performance Standards - Use LiveText's built in standard sets
No standards added.
Performance Standards - Type in the standards
SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes. a. Recognize the difference between living organisms and nonliving materials.
Lesson Objective(s)
Lesson Objectives (What students will know and/or do): Students will correctly identify whether an object is a living organism or a non-living material Enduring Understanding: Living things need water, air, food, and shelter.
Essential Questions
Essential Questions: What can living things do? What does a living thing need?
Key Vocabulary
Key Vocabulary: Breathe Reproduce Need
Procedures & Activities
INSTRUCTIONAL PLAN
Time
Allowed
Procedures
Differentiation
Materials/Resources
Assessment
5 minutes
Introduction/hook/activation of prior knowledge
Stuffed animal San Diego Zoo Website
10-15 minutes
Instructional Activities
Demonstrate/Model (if appropriate):
Guided Practice (if appropriate):
Go through a flip chart with the class. Have the students name other things that living things can do that weren’t mentioned in the flip chart.
Independent Practice (if appropriate):
Students will make a living and nonliving things book in their science center. -Review the directions for the science center and provide an example.
Some children may need a deeper explanation when it comes to the activity. A volunteer from the class can try to explain to their classmate why something is living or non-living and if he or she still does not understand, I will try to explain in a different way.
Flip Chart with explanations of what living things can do.
Living and Nonliving things book for each student.
The last page of the flip chart has an assortment of living and nonliving things. Each student will take turns coming up to the board and sorting the objects into the correct categories.
3-5 minutes
Review and Closure
Go over what living things need and a few things that they can do. Have students tell their favorite living and nonliving thing. End by having a student retell what the directions are for the science center.
Name: Kayla Deak Grade Level: Second Estimated number of days lesson will cover: 1 day
Lesson Subject/Title:
A Dog’s Best Friend
Performance Standards: ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student b. Makes predictions from text content. e. Summarizes text content. l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts. p. Uses word parts to determine meanings.
Lesson Objectives (What students will know and/or do) :
Students will correctly fill out a chart containing the title, author, plot, setting, and characters found in a grade level text.
Enduring Understanding:
Essential Questions:
How do you figure out the meaning of a word that you don’t know when you are reading a book?
What are characters in a book?
What is the setting in a book?
What is the plot in a book?
Introduction/hook/activation of prior knowledge
Ask students how they figure out words that they don’t already know when reading.
Go over what the plot, characters, and setting are in a story. Connect the book to the students.
10- 15 minutes
Instructional activities
Demonstrate/Model (if appropriate)
Guided Practice (if appropriate)
Flip through the book and predict what we think will happen in the story. While doing this point out words that the students may not know the meaning of and figure out the meaning together. Read book together as a group, each person taking turns reading and stopping to go over important parts.
Independent Practice (if appropriate)
Read the book individually, whispering while reading.
A Dog’s Best Friend book for each student
Chart for each student to fill out.
Pencils
Students will be given a chart and will fill out the plot, setting, and characters.
We will go over it as a group at the end of the lesson.
2 minutes
Review and Closure
Review how to figure out unknown words in text. Remind students not to get frustrated when they come across a word that they do not know.
Go over the chart together as a group, answering any questions the students might have.
Name: Kayla Deak Grade Level: Second
Estimated number of days lesson will cover: 1 dayThe Day the Sky Fell Down
ELA2R1 The student quickly applies knowledge of letter-sound correspondence and spelling patterns
Students will correctly fill out a word ending chart containing words found in the story.
Enduring Understanding:
Can you think of any words that end in ck? ch? ll? ing?
Clucking (p. 6)
Bawling (p. 6)
Den (p. 8)
Munch (p. 10)
Stamped (p. 12)
Ask students if they have ever been walking outside and felt something fall and hit them on the head. Ask students if they have ever been bullied.
Demonstrate/Model (if appropriate)
Guided Practice (if appropriate)
Flip through the book and predict what we think will happen in the story. While doing this point out words that the students may not know the meaning of and figure out the meaning together.
I will read the book one time to the group then we will read book together as a group, each person taking turns reading.
Independent Practice (if appropriate)
Chart for each student to fill out.
Pencils
We will go over it as a group at the end of the lesson.
Review what happened in the book.
Go over the chart together as a group, answering any questions the students might have. The fox was a bully. He was trying to take advantage of the chick, but in the end, the chick won.
Living and Non-Living Things
Grade Level: Kindergarten
Has this lesson plan been completed for a course assignment? (Yes)
Estimated number of days lesson will cover: 1
Lesson Subject/Title: Living and Non-Living Things
Performance Standards - Use LiveText's built in standard sets
No standards added.
Performance Standards - Type in the standards
SKL1. Students will sort living organisms and non-living materials into groups by observable physical attributes.
a. Recognize the difference between living organisms and nonliving materials.
Lesson Objective(s)
Lesson Objectives (What students will know and/or do): Students will correctly identify whether an object is a living organism or a non-living material
Enduring Understanding: Living things need water, air, food, and shelter.
Essential Questions
Essential Questions:
What can living things do?
What does a living thing need?
Key Vocabulary
Key Vocabulary:
Breathe
Reproduce
Need
Procedures & Activities
INSTRUCTIONAL PLAN
Time
Allowed
Procedures
Differentiation
Materials/Resources
Assessment
Introduction/hook/activation of prior knowledge
San Diego Zoo Website
Instructional Activities
Demonstrate/Model (if appropriate):
Guided Practice (if appropriate):
Go through a flip chart with the class.Have the students name other things that living things can do that weren’t mentioned in the flip chart.
Independent Practice (if appropriate):
Students will make a living and nonliving things book in their science center.-Review the directions for the science center and provide an example.
Living and Nonliving things book for each student.
Review and Closure
Go over what living things need and a few things that they can do. Have students tell their favorite living and nonliving thing. End by having a student retell what the directions are for the science center.Name: Kayla Deak Grade Level: Second
Estimated number of days lesson will cover: 1 day
A Dog’s Best Friend
ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student
b. Makes predictions from text content.
e. Summarizes text content.
l. Recognizes plot, setting, and character within text, and compares and contrasts these elements among texts.
p. Uses word parts to determine meanings.
Students will correctly fill out a chart containing the title, author, plot, setting, and characters found in a grade level text.
Enduring Understanding:
How do you figure out the meaning of a word that you don’t know when you are reading a book?
What are characters in a book?
What is the setting in a book?
What is the plot in a book?
Prance (p. 4)
Binoculars (p. 6)
Ordinary (p. 10)
Ask students how they figure out words that they don’t already know when reading.
Go over what the plot, characters, and setting are in a story. Connect the book to the students.
Demonstrate/Model (if appropriate)
Guided Practice (if appropriate)
Flip through the book and predict what we think will happen in the story. While doing this point out words that the students may not know the meaning of and figure out the meaning together. Read book together as a group, each person taking turns reading and stopping to go over important parts.
Independent Practice (if appropriate)
Read the book individually, whispering while reading.
Chart for each student to fill out.
Pencils
We will go over it as a group at the end of the lesson.
Review how to figure out unknown words in text. Remind students not to get frustrated when they come across a word that they do not know.
Go over the chart together as a group, answering any questions the students might have.
Activity